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Faculty centers for educational development: An alternative to the instructional organization

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Abstract

A response to Fraley and Vargas' paper which acknowledges the strength of their challenge, but argues that the model of instructional organization they propose overemphasizes the knowledge transmission function of higher education institutions, ignores the important role of socialization and self-initiated study in students' development, and rules out the impact on the teacher of interaction with students. An alternative approach is proposed which recognizes the importance of instruction while retaining faculty involvement in it.

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Authors and Affiliations

  1. Department of Higher Education, State University of New York at Buffalo, Foster Annex, 14214, Buffalo, New York, USA

    John Bruce Francis

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  1. John Bruce Francis
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Additional information

I am indebted to my class of doctoral students in Higher Education who met with me to discuss a draft of the Fraley-Vargas proposal. Their perspective benefitted me greatly in developing my response.

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Francis, J.B. Faculty centers for educational development: An alternative to the instructional organization. High Educ 4, 97–103 (1975). https://doi.org/10.1007/BF01569106

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  • DOI: https://doi.org/10.1007/BF01569106

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